Eye Knew New: Navigating world views in panorama. Joe Citizen, 2014 - - PowerPoint PPT Presentation

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Eye Knew New: Navigating world views in panorama. Joe Citizen, 2014 Interactive 360 video Frequently positioned as new or innovative, but is this really the Nukyala at Fairfield skate bowl case? What might it mean for


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SLIDE 1

Eye Knew New:

Navigating world views in panorama.

Joe Citizen, 2014

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SLIDE 2

Interactive 360° video

  • Frequently positioned as ‘new’ or

‘innovative’, but is this really the case?

  • What might it mean for documentary

practice in Aotearoa / New Zealand?

  • How can interactive 360° video

technologies negotiate contemporary representational concerns?

Nukyala at Fairfield skate bowl

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SLIDE 3

Project synopsis

  • Oh Yes We Are is a documentary project by Joe

Citizen and Jason Long that uses interactive 360° video to document contemporary creative practices in Hamilton, New Zealand.

  • Specifically interested in using these

technologies to help reveal the interconnecting links between practitioners.

  • Draws on Bill Nichol’s (2001) participatory and

performative modes to help inform documentary production.

  • Continues a larger body of research interested in

exploring the codes and conventions of haptic- audio-visual immersive interactivity, that I have been researching since 2010

Kent Macpherson at Media Arts, Wintec

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SLIDE 4

Methodology

  • Using an action-research model that engages

with practice to inform my understanding of theory as part of a “feedback loop between speculation and experimentation” (Brown & Sorensen, in Smith & Dean, 2009)

  • Oh Yes We Are initially advertised through

word-of-mouth and social media, followed up by phone conversation and email correspondence.

Black Sheep dance at Joe Citizen’s studio

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SLIDE 5
  • Wide range of creative practices

documented, but tended towards either fine arts or performance based arts.

  • Can be divided into solo based or

collaborative based practitioners.

  • Project grew in organic fashion, more

people became interested as it progressed.

  • Original survey was of 20 practitioners/

groups.

  • Not everyone who engaged with project

were included in final work, for a variety

  • f reasons.

Participants

Zena Elliott in her studio

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SLIDE 6

Consultative process

  • Participants were asked:
  • “How would they like to be documented?”
  • Who and/or what would they like be linked to through their
  • wn recorded scene?
  • What objects would they like to have in their mise-en-

scene, to act as these links?

  • Hoped that this strategy might encourage negotiated co-

creation of documentary representation.

  • Hoped that this would encourage links between

practitioners to be revealed.

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SLIDE 7

Online access allowed potential participants to see concept BYOB / Draw Inc event at Media Arts, Wintec

http://www.waikatoindependent.co.nz/2014/05/interactive-hip- hop-video-to-premiere-at-wintec/18219/

Informed conversations

Image courtesy of Draw Inc.

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SLIDE 8
  • Over 6 month shooting period, I

became increasingly aware of my own role as an active participant – as a common connection between participants, and as a creative practitioner.

  • This led to me actively

participating in some of the documentary performances.

Participatory documentary

Pink Bats play at Riverbank Mall

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SLIDE 9

Preliminary findings

  • Although participants could

identify who or what informed their practice, this was not something they typically considered when thinking about their own self representation.

  • The event of being filmed with

360° video tended to

  • vershadow participants

thoughts about being symbolically linked to others.

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SLIDE 10
  • Whilst a few participants did

engage with the possibilities of symbolically linking to others, it became increasingly apparent that an alternative strategy was required.

  • As most of the participants

were being filmed within Hamilton’s Central Business District, this geography became an organising structure.

Geography

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SLIDE 11
  • Current concerns with immersive image spaces are not a new phenomenon, and need to be

considered in relation to the socio-cultural concerns of their times. (Bruno 2010, Grau 2003 and 2006, Griffiths 2008, Kenderdine 2007)

  • So what is meant by ‘innovation’; and is 360° video ‘new’?

Preliminary critique

Free Lunch Street Theatre agency

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SLIDE 12

‘Innovation’ & ‘new’ in education environment

  • ‘More, for less’ in tertiary education: “The pressure is for reduced costs, for greater scale and

scope, and for innovation through technology.” (Laurillard, 2002)

  • Increased alignment of tertiary education with the ‘Market’, because the “the goal of a high-

tech ‘knowledge based economy’ of perpetual innovation has been elevated into a guiding principle and salvationary strategy for advanced capitalist economies.” (Reynolds & Szerszynski, in Pellizzoni & Ylönen, 2012)

  • Indicators of this include references to ‘industry’ and ‘the creative industries’ which seek to

marry “specialised cultural creativity in industrialised form.” (Bilton & Cummings, 2014)

  • To some extent however creativity and innovation can be considered contradictory, as

innovation within an industry context is predicated on how useful something is, and not all creativity is useful to industry. (Bilton & Cummings, 2014)

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‘More, for less’ + industry alignment + ‘new’ = ‘off the shelf’ + novel combinations. Innovation on an academic shoestring – the equation

  • f time/ money/ quality. Less money = more time.
  • Terminology has to fit with discourse. We are:

leaders; pioneers; visionary; at the forefront; at the leading edge; able to deliver ‘out of the box’ solutions; provide ‘innovative delivery’; using a ‘special’ camera; and ‘first.’

  • But ‘new’ is relative. Project has been in existence

since 2010, but both users and participants consider it ‘new’. (Unmet before = new).

Joe Citizen as reported by the Waikato Independent

The practice of innovative research

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SLIDE 14
  • Public comments usually confuse media

technology with my contribution i.e. exclamations of how amazing it is referring to 360° viewing and thinking that I was responsible for this.

  • General comments from viewing public

consider this media to be ‘new’.

  • Documentary participants also consider this

media to be ‘new’ e.g. “a new type of music video”, “a new type of interactive video”, or, “a new type of dance film.”

Participants, the public & the ‘new’

Team Kill and friends

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SLIDE 15

Panoramas are not ‘new’

  • Immersive image spaces have a long history in Western art: “the idea goes back at least

as far as the classical world, and it now reappears in the immersion strategies of present day virtual art.” (Grau, 2003, p.5)

R.G. Shaw in his studio

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  • Ladybug 3 camera doesn’t look like a conventional camera – is often ignored or

mistaken for something else e.g. “Is that a laser light?” and “Are you going to have a party?”

  • Even when told that if they can see any of the lenses then the camera can see them,

typically, the general public tend to ignore the camera.

  • Only exception was when I was asked “Are you Google Earth?”

Lack of public awareness

Free Lunch Street Theatre agency

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SLIDE 17

But digital is ‘new’

  • The cinematic apparatus has been transformed by the electronic apparatus:

Interaction with the image can occur because the image is subject to modularity, automation, variability, and transcoding. (Manovich, 2001)

  • “Instead of the image of the world, electronic cinema offers the image-as-world.”

(Kluszczynski, in Grau, 2007, p. 210)

  • 360° video similar interaction to another type of digital media – videogames.
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SLIDE 18
  • Increased realism with game-like

interaction means different things to different people.

  • Difficult to continuity edit meant for

some people footage used was one continuous shot – therefore this would create a more ‘true’ representation. Typically, these people came from a fine arts background.

  • Ability to navigate around image gave

‘extraordinary’ ability for others however – less interest in ‘true’ and more on public image. Typically, these people came from a performance based background.

‘Real’ or ‘Game’?

Free Lunch & Revolutionary Acts

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SLIDE 19
  • Typically, fine art practitioners wanted unscripted and more ‘spontaneous’ documentation.
  • This group also tended to understand the montage-like possibilities of hyperlinked objects

built into the mise-en-scene.

  • Typically, performance based artists were more concerned with how they ‘looked’ than ideas

about ‘accuracy’.

  • This group did not typically engage with the possibilities of using hyperlinks to symbolically

link to others.

  • Single exception to this was a musician who wanted to link to his website.

Conventional concerns about ‘truth’

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SLIDE 20

Genre

  • Genre codes and conventions are still relevant to both participants and users.
  • Like first person perspective videogames, genre conventions can allude to narrative

without usual narrative concerns (e.g. characterisation, plot etc.)

  • Meaning created by user through intertextual knowledge.

Team Kill and friends

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SLIDE 21

Potential implications of 360° video

The Waikato River

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SLIDE 22
  • As project progressed, observers

began to consider possible implications – surveillance, privacy etc.

  • Need to consider the ethics of filming

in public more than normal – particularly when people not really aware they are being filmed, even when they are told that this is the case.

Privacy

Free Lunch Street Theatre agency

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Tracking

  • Combining 360° video with

existing technologies such as facial recognition, movement tracking, Global Positioning System co-ordinates, preferentiality, and database cross-referencing, has potentially immense implications:

  • Behaviour tracking
  • Insurances
  • Targeted advertising etc.

R.G. Shaw in his studio

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Collapse of the subject-object distance?

  • By virtually placing the user into the centre of the field
  • f relations, 360° video promises to escape the
  • bjectivising function of the frame, allowing the user

to rove around the spherical image space.

  • This virtually collapses the subject-object distance as

experienced through conventional perspective schemes, so that the user becomes part of the scene and not separate to it.

  • This promise is unfulfilled however – software players

such as Lucid recreate the frame as a means to navigate the sphere.

Image courtesy of Luke McConnell

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SLIDE 25

Perspective both distorted and hidden

  • 360° video stitches together multiple fisheye lenses:

Objects towards infinity appear smaller than standard lenses.

  • Verticals are less imposing exponentially, not

logarithmically.

  • Horizons appear flatter, with increased prominence of the

sky/ ceiling.

  • People appear less important than their environment, as

less distance is required to ‘see’ the whole body. Can be countered by placing camera near floor, but camera appears more ‘toy-like’ to passers-by.

  • Perspective space still exists, but is hidden from the user,

who endlessly recreates it when they navigate the sphere.

Image courtesy of Luke McConnell

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SLIDE 26

Disappearance of the ‘fourth wall’

  • By recording 80% of the sphere around the camera, production technologies are often in

evidence.

  • Lighting and sound apparatus must be built into set, if ‘fourth wall’ aesthetics are desired.
  • Tension between realist codes that represent truth as actuality, and illusionistic codes,

that seek to hide the means of production.

Revolutionary Acts

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SLIDE 27

Movement and navigation

Jo Williams at Riverbank Mall

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A shift in aesthetics from mental to navigational

  • Unlike conventional Western aesthetics, 360°

video offers images that are navigable through haptic visuality (Verhoeff, 2012) i.e. physical movement is used to navigate both hyperlinked and panoramic visual scenes.

  • Engagement is therefore participatory, as users

choose to view the work differently each time.

  • Viewers no longer ‘read’ images, rather users

‘navigate’ representational relationships: Image as behaviour.

  • “the navigational paradigm […] entails a shift of

focus from texts or objects to relations, practices and processes.” (Verhoeff, 2012)

The Waikato River

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SLIDE 29

Enjoyment of movement

  • With 360° video, enjoyment of movement

becomes apparent, as users seek to look around ‘themselves’.

  • Many users make some comment about this

ability to move around, and typically users want to engage with a work more than once.

  • Many comments regarding the ability to

track a moving person or object.

  • Some users make movements for the

enjoyment of moving e.g. spinning in circles.

Nukyala at Fairfield skate bowl

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Lack of movement = ‘boring’

  • For most users, lack of movement in a scene provides less opportunities to ‘track’

movement, and therefore considered less interesting.

  • For documented participants, this quality was hard to anticipate, although only one

group considered a reshoot.

  • More movement = more interesting, therefore circular movements around camera are

more interesting than non-circular movements.

Karl Bayley at Pilot gallery

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SLIDE 31

Participatory montage

  • Users clicking on hyperlinked objects

embedded in the mise-en-scene, can engage in symbolic movement between scenes.

  • Hyperlinks can be embedded in XYZ

space, can exist for a defined amount of time, and can be made to move to follow a moving person or object.

  • Multiple hyperlinks can originate and

traverse multiple scenes, in a rhizomatic manner.

  • Both documented participants and users

are therefore engaged in participatory montage.

Black Sheep dance at Joe Citizen’s studio

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Intertextual behaviour

  • Sequencing of scenes via hyperlinks is by

user choice through physical movement.

  • Cultural ‘knowledge bank’ not necessarily

determined by maker, therefore preferred meanings are renegotiated.

  • The ideological link between images and

associative meanings is negotiated through behaviour, not mental contemplation.

  • BUT, mise-en-scene can be constructed to

refer to other domains e.g. videogames, genres, interpellation etc.

Zena Elliott in her studio

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SLIDE 33

360° video and Te Ao Māori

Te Kōpū Mania o Kirikiriroa marae

http://student.mediarts.net.nz/lucid/

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Navigating Descartes

  • How does the virtual collapse of

the subject-object distance affect perceptions of a Cartesian nature-culture divide?

  • If, as Mere Roberts (2012)

argues, that Cartesian discourse “imposes a distinctly Western framework upon Māori ways of knowing”; what might be the implications of this type

  • f media technology?
  • Can Māori ways of knowing

inform the use of this media technology?

Te Kōpū Mania o Kirikiriroa marae

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SLIDE 35
  • Potential for this media to be used to introduce

rituals of encounter (e.g. tikanga of a pōwhiri) by selectively accessing scenes after specific actions / navigations have occurred.

  • To what extent could the performative and

participatory aspects of this media be used to introduce mataūranga Māori through interlinked content? (e.g. waiata, korero, links via whakairo etc.)

  • Potential to introduce symbolic and non-realist

concepts, through participatory montage.

Performance and participation

Te Kōpū Mania o Kirikiriroa marae

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Navigating representational concerns

  • Greater implications than conventional

filming techniques, due to potential of unintended recording.

  • Imagery is easily replicated – might not

suit representation of tīpuna. (Although kiosk software can limit access to user groups).

  • Need to consider consultation/ tikanga for

unused footage.

  • Flash based software could be

customised to emphasise different aspects.

Te Kōpū Mania o Kirikiriroa marae

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SLIDE 37

Conclusions

Pink Bats play at Riverbank Mall

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SLIDE 38

New…

Joe Citizen in his studio

  • Innovation discourse means positioning research as ‘new’.
  • Users and participants declare 360° video as ‘new’ but this dependent on not having

encountered it before.

  • Digitality means image-as-world, not image representing world.
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SLIDE 39

… or Knew?

  • Critique of 360° video reveals these ideas are not ‘new’.
  • Participation and performance are key features.
  • Shift in Western aesthetics away from representation and towards navigation.
  • Intertextuality is navigated through behaviour, not contemplation.
  • Implications for and from Te Ao Māori.
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SLIDE 40

References

Bilton, C., & Cummings, S., (Eds.). (2014). Handbook of management and creativity. Cheltenham: Edward Elgar Publishing. Bruno, G. (2010). Motion and emotion: Film and haptic space. In Revista Eco-Pos. Volume 13, n. 2 Retrieved June 14, 2011, from Da Universidade Federal Do Rio De Janeiro: http://www.pos.eco.ufrj.br/ojs- 2.2.2/index.php?journal=revista&page=article&op=viewFile&path%5B%5D=3 73&path%5B%5D=376 Grau, O. (2003). Virtual art: From illusion to immersion. Cambridge: Massachusetts Institute of Technology. Grau, O. (Ed.). (2007). Media art histories. Cambridge: Massachusetts Institute of Technology. Griffiths, A., (2008). Shivers down your spine: Cinema, museums, and the immersive view. New York: Columbia University Press. Keenan, D., (Ed.). (2012). Huia histories of māori. Wellington: Huia Publishers. Kenderdine, S., & Cameron, F., (Eds.). (2007). Theorizing digital cultural heritage: A critical discourse. Cambridge: Massachusetts Institute of Technology. Laurillard, D. (2002). Rethinking university teaching: A conversational framework for the effective use of learning

  • technologies. (2nd ed.). Milton Park: RoutledgeFalmer.

Manovich, L., (2001). Language of new media. Cambridge: Massachusetts Institute of Technology. Pellizzoni, L., & Ylönen, M., (Eds.). (2012). Theory, technology and society: Neoliberalism and technoscience: Critical

  • assessments. Retrieved from:

http://site.ebrary.com/lib/wintec/docDetail.action?docID=10583427&p00=pellizzoni%20yl%C3%B6nen Verhoeff, N. (2012). Mobile screens: The visual regime of navigation. Amsterdam: Amsterdam University Press.